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Assessment Plan and Report UNCP COUNSELING PROGRAMS
2018-2019
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ASSESSMENT PLAN AND REPORT Department: Counseling
Programs: MAED in Professional School Counseling and Clinical Mental Health Counseling
MISSION STATEMENT
The Department of Counseling, housed in the College of Health Sciences, aims to improve mental
health and well-being of individuals across the region and beyond through innovative, interdisciplinary, and
effective research, service, and teaching that prepares culturally-responsive clinical mental health
counselors and professional school counselors.
STUDENT LEARNING OUTCOMES (SLO)
The primary goal of the Counseling Programs is to prepare effective professional counselors. To this end,
upon completion of the graduate counseling program students, will be able to:
1. Demonstrate knowledge in the core areas of professional counseling for the purposes of
conceptualizing the self, the counselor, and clients. Students will analyze major psychological
concepts, theoretical perspectives, evidence-based practices, and historical trends in counseling,
including those associated with the following common core areas.
a. Professional Counseling Orientation and Ethical Practice: Students will adopt a professional
orientation appropriate to beginning counselors and practice ethically as counselors.
b. Social and Cultural Diversity: Students will display cultural sensitivity and flexibility to clients who
are both similar and different to the counselor across all dimensions of personal identity.
c. Human Growth and Development: Students will use developmental theory to facilitate the
growth and development of children and adults as related to wellness, mental health, education,
and career goals and objectives.
d. Career Development: Students will understand career development factors as related to
counseling relationships and theory.
e. Counseling and Helping Relationships: Students will create effective helping relationships using
generalist helping skills.
f. Group Counseling and Group Work: Students will be able to apply and adapt counseling
knowledge to group work with clients.
g. Assessment and Testing: Students will use assessment and tests to better understand their clients
and to assist clients in better understanding themselves.
h. Research and Program Evaluation: Students will use research and program evaluation to
effectively adapt counseling practice.
2. Develop specialized knowledge and skills in either professional school counseling or clinical mental
health counseling and apply this knowledge and skills to professional practice.
a. Students will develop a professional identity as a counselor and as either a Professional School
Counselor or Clinical Mental Health Counselor.
b. Within their specialized professional identity, students will implement knowledge, skills, and
practices to be effective counselors in a specialized setting.
c. In preparation for practice within the school setting, students within the Professional School
Counseling program will select from research-driven specialty courses aimed at improving
professional practice and impacting professional identity.
3. Evidence of ongoing and progressive commitment to personal and professional growth, self-reflection,
and self-evaluation.
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ASSESSMENT PLAN DATA COLLECTION
The Counseling Programs, Professional School Counseling and Clinical Mental Health Counseling, track
student performance on three standardized exams to measure student learning and to assess the
programs’ success in fulfilling its mission. These exams include the Counselor Preparation Comprehensive
Examination (CPCE), the National Counselor Examination (NCE), and the Praxis II exam (completed by
Professional School Counseling students only). The content areas of the CPCE and NCE test the
knowledge and skills of beginning counselors across eight content areas: (1) human growth and
development, (2) social and cultural diversity, (3) helping relationships, (4) group work, (5) career
development, (6) assessment, (7) research and program evaluation, and (8) professional orientation and
ethical practice. The counseling programs review composite data for each exam during counseling
programs meeting and the annual program review meeting and use the data to make decisions related to
curriculum, teaching and learning, and field placement activities. Review of licensure exam (i.e., NCE and
the Praxis II) scores allows faculty to compare students at UNCP to national means.
Students’ academic performance on Program SLO 1.a – h is assessed using the CPCE. The benchmark for
the CPCE is student scores determined by subtracting one standard deviation from the national mean
score for exit exams. The Counseling Department Testing Coordinator (TC) coordinates the
administration of the CPCE with an external proctor for administering during the CNS 6100 Counseling
Practicum course. All CNS 6100 students are required to take the CPCE. All counseling students are
required to take the CPCE and must receive a passing score within three attempts to graduate. Beginning
with students admitted fall 2016, the CPCE must be passed in order for students to matriculate to
Internship I (either CNS 6120 or CNS 6130, dependent upon program in which student is enrolled). The
TC reports individual student scores to students, and overall program performance is reported to the
program faculty for discussion at a monthly counseling programs meeting, the annual advisory board
meeting held each December, and at the annual spring program assessment and evaluation meeting held in
May.
The programs’ ability to produce students who have successfully mastered the content in the core
counseling areas, SLO 1.a – h, is also evaluated using scores on the NCE and the Praxis II (completed by
Professional School Counseling students only). Participation in the Praxis II and the NCE is optional.
Students opt to sit for the NCE during their internship semesters, pending the receipt of a passing score
on the CPCE. UNCP receives an overall pass rate for the NCE from the Center for Credentialing and
Education (CCE) for all UNCP students but does not receive individual student score reports. Students
may take the Praxis II in order to pursue school counseling licensure. Individual student scores for the
Praxis II are received from the Licensure Office in the School of Education at the conclusion of each
academic year.
Students’ professional development, skills, and abilities, SLO 2.a – c, are assessed by site supervisors’
midterm and final evaluations completed during CNS 6100 (Practicum) and CNS 6120/CNS 6130
(Internship I & Internship II). Site supervisors directly observe students’ professional development and
complete a Professional Competency Assessment (PCA). Site supervisors discuss their evaluations with
students and compare their evaluations to students’ self-assessments. The overall results of students’
performance are reviewed for program evaluation purposes by the program directors and then reported
to the Assessment Coordinator/CACREP liaison.
Students’ personal development, SLO 3, is assessed through self-evaluation using the PCA completed
during their first semester, application for practicum, and at the end of their last internship course. Also,
the students’ faculty advisor will complete the Professional Performance Review for their practicum
application. In addition, site supervisors will provide a total of six evaluation of students’ personal
development throughout the three field placement courses. Students are provided with criteria for
personal development evaluation during CNS 5000. Program directors review the completed PCAs to
determine if students are demonstrating growth across the developmental sequence of coursework.
Additional institutional data and indirect evidence (e.g., field placement site evaluation and site supervisor
evaluation) are used to evaluate the overall effectiveness of the counseling programs. The following
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intuitional data is collected and evaluated: Grad Finale Survey Results (every Fall and Spring semesters),
number of program graduates, completion rates data (collected from IR every Fall), and demographic
profiles of students and faculty (collected from IR each Fall). The Counseling Programs also use program
evaluation surveys conducted every three years (last completed in Summer 16) to evaluate program
effectiveness based on the perceptions of stakeholders (current students, alumni, and employers of
graduates). An annual alumni survey is also conducted to gather information from each year’s graduates to
track additional program outcomes (job placement, licensure attainment, starting salary).
ANALYSIS & USE OF RESULTS
Table 1
Pass Rates: CPCE, NCE, & Praxis II
Target: 80% pass rate
CPCE Pass Rates
Semester Pass Rate # of Students
Tested
# of Students
Passed UNCP Mean
National
Mean
Spring 2019 79% 33 26 74.6 81.7
Fall 2018 100% 12 12 99.25 87.6
Summer 2018 100% 8 8 92.40 85.5
Spring 2018 82% 9 7 81.91 87.13
Fall 2017 83% 23 19 81.70 87.13
Summer 2017 90% 10 9 84.90 85.67
Spring 2017 88% 17 15 82.81 85.67
Fall 2016 81% 21 17 78.52 85.67
*Overall 2018 – 19 93% 53 46
Overall 2017 – 18 85% 42 35
Overall 2016 – 17 85% 38 32
Overall 2015 - 16 81% 52 42
*Overall includes scores from Summer 18, Fall 18, and Spring 19 administrations.
Each university that administers the exam determines the CPCE passing score. UNCP calculates the passing
score as one standard deviation below the national mean score for each administration cycle. In order to
pass the exam, students must score no more than one standard deviation below the national mean.
NCE Pass Rates
Semester Pass Rate # of Students
Tested
# of Students
Passed UNCP Mean
National
Mean
Spring 2019 75% 16 12 tbd tbd
Fall 2018 73% 11 8 97.02 104.87
Spring 2018 86% 7 6 104.24 113.47
Fall 2017 92% 11 10 111.69 105.43
Spring 2017 90% 10 9 112.00 115.25
Fall 2016 80% 15 12 105.35 112.05
Overall 2018 – 19 74% 27 20
Overall 2017 – 18 89% 18 16
Overall 2016 – 17 84% 25 21
Overall 2015 – 16 85% 40 34
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The National Board of Certified Counselors (NBCC) determines the NCE passing score annually. Counseling
students have the option of taking this exam for state licensure and national certification during their
internship semesters while enrolled at UNCP. The NBCC does not collect or provide post-graduation test
taker data for universities.
Praxis II (5421) Pass Rate
Semester Pass Rate # of Students
Tested
# of Students
Passed
UNCP Score Range (NC
Qualifying Score = 156)
Overall 2018 – 19 100% 10 10 157 – 182
Overall 2017 – 18 92% 12 11 154 – 183
Overall 2016 – 17 100% 12 12 160 – 187
Overall 2015 – 16 80% 25 20 130 – 183
Use of CPCE, NCE, & Praxis Results
Students who enter the counseling programs during Summer/Fall 2016 or later are required to
complete/pass the CPCE on the first attempt during CNS 6100 Counseling Practicum. If a student does
not pass the CPCE at that time, that student will not be permitted to register for CNS 6120 or CNS 6130
(Internship) until retaking and passing the CPCE on the second or third attempt. Students who do not
pass on the first attempt also will create a written study plan and consult with their advisors about
additional academic remediation or testing taking strategies as needed. If a student does not pass the third
attempt, then the student will be required to complete a written and oral comprehensive exam.
Due to strategic planning and strong departmental effort, the pass rate goal of 80% was met for the CPCE
for every semester except spring 2019. The lower pass rate in spring 2019 was possibly skewed for four
reasons related to Hurricane Florence, which caused significant damage to the UNCP community in fall
2018. Fall 2018 practicum students were permitted to defer their CPCE and continue on to internship in
spring 2019. The 100% pass rate in fall 2018 was likely skewed because it included only students who
voluntarily took the exam. Regarding the lower than average spring 2019 CPCE scores, first, the
strongest students voluntarily tested the semester before, and their scores were not included to bring up
the spring 2019 average. Second, the trauma of the hurricane might have still affected spring 2019 testers.
Third, some spring 2019 testers would have had required study material built into their fall 2018
practicum coursework, but not their spring 2019 internship coursework. Additionally, many spring 2019
testers were one more semester removed from their core coursework, which must be completed before
internship and is the focus of the CPCE. NCE pass rates for the 2018-19 school year might have been
affected for similar reasons, and faculty expect pass rates to return to above 80% for upcoming
administrations.
The counseling faculty continue to provide regular feedback regarding exam outcomes and integrate test
areas throughout the curriculum. There continues to be a cultural shift among students on test taking
attitudes and expectations set forth by the faculty. For students admitted to the Counseling Programs in
fall 2018 or thereafter, an oral comprehensive exam after three failed CPCE attempts will not be offered.
In these instances, students will sit for the CPCE during fall, spring, and summer until either passing or
timing out of their respective program. For students admitted to the Counseling Programs in fall 2019 or
thereafter, a passing score of 70 for the CPCE is required (rather than 1 standard deviation below the
national mean). The CPCE has been offered exclusively in computer-based format (as opposed to paper)
for several semesters, and students now instantly see their scores, but have no way of knowing if it is a
pass or fail until national statistics are released six weeks later. To relieve this uncertainty, the passing
scores for the previous five academic years were averaged to determine a set passing score for students.
Faculty will continue to monitor the effects of the policy changes. Faculty will carefully interview students
who did not pass the exams to understand what factors contributed to the failing score.
Testing information is provided by the TC via a recorded informational video. The video has been posted
on the UNCP counseling programs website (SLO 1). The counseling faculty will continuously integrate the
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CPCE and NCE content areas throughout the curriculum. The program directors are responsible for
analyzing CPCE scores and developing ways to engage in ongoing program development.
The CPCE and NCE are administered by a proctor at the UNCP Office of Regional Initiatives, a testing
center for the university, and via Pearson Vue national testing centers located in various cities that can be
chosen by each student (especially helpful for Wilmington-based students). Beginning spring 2020, the
NCE will only be administered via Pearson VUE sites, and the CPCE will continue to be offered at the
UNCP Office of Regional Initiatives as well as Pearson VUE sites. The TC actively reaches out to test
providers and administers to prevent any difficulties during the exams. Faculty will continue to closely
monitor the testing process and results for the Wilmington students. The TC will continue to
disaggregate data by program area during the next assessment cycle.
The Department of Public Instruction requires that school counselors complete the Praxis II for
Professional School Counseling (5421 Professional School Counselor). Students complete this exam
during the final semesters of their program or immediately after graduation. At this time, it is unknown if
the target score was met for the Praxis II exam. Using a new data tracking method, the Professional
School Counseling Program Director communicates annually with the UNCP SOE Licensure Office to
obtain August-July scores. Only first attempt outcomes are reported and tracked.
Table 2
PPR and PCA Data for CMHC Program 2018-2019
Student Site-Supervisor
Check
Points
First
Sem.
Mid-
Point
Last
Sem.
Pract
Mid
Pract
Final
Intern1
Mid
Intern1
Final
Intern2
Mid
Intern2
Final
Professional
Performance
Review
N 10 43 14 30 28 31 29 18 17
M 4.74 4.67 4.80 4.53 4.62 4.53 4.68 4.58 4.70
SD .29 .33 .27 .40 .46 .47 .42 .49 .51
Foundations
N 7 41 14 29 28 31 29 18 17
M 4.38 4.77 4.90 4.50 4.69 4.42 4.76 4.56 4.60
SD .49 .36 .20 .58 .47 .52 .37 .45 .56
Counseling
Prevention
Intervention
N 5 38 14 30 28 31 29 18 17
M 3.80 4.15 4.64 4.29 4.38 4.26 4.47 4.52 4.49
SD .85 .55 .34 .58 .50 .47 .47 .48 .55
Diversity
Advocacy
N 5 39 14 28 28 30 28 18 16
M 3.87 4.26 4.65 4.42 4.41 4.34 4.38 4.60 4.46
SD .84 .65 .39 .63 .53 .44 .51 .43 .49
Assessment
N 4 33 14 27 25 30 28 18 16
M 3.13 3.78 4.38 4.14 4.10 4.09 4.40 4.32 4.40
SD 1.31 .84 .47 0.66 .67 .58 .63 .59 .49
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Research
Evaluation
N 5 35 14 24 24 26 25 16 13
M 3.47 3.96 4.52 4.13 4.21 4.10 4.25 4.38 4.45
SD 1.24 .80 .47 .72 .56 .55 .44 .51 .595
Diagnosis
N 5 27 14 26 25 30 27 18 16
M 3.20 3.71 4.55 4.09 4.08 3.94 4.26 4.33 4.47
SD 1.48 .85 .56 .69 .72 .68 .61 .54 .55
Table 3
PPR and PCA Data for PSC Program 2018-2019
Student Site-Supervisor
Check Points First
Sem.
Mid-
Point
Last
Sem.
Pract
Mid
Pract
Final
Intern1
Mid
Intern1
Final
Intern2
Mid
Intern2
Final
Professional
Performance
Review
N 7 20 13 20 22 26 29 21 20
M 4.67 7.63 4.87 4.64 4.76 4.52 4.75 4.77 4.76
SD .42 .38 .16 .40 .36 .52 .40 .47 .44
Foundations
N 6 19 13 19 22 26 29 21 20
M 4.42 4.39 4.71 4.47 4.62 4.37 4.73 4.34 4.68
SD .66 .44 .34 .56 .49 .69 .40 .57 .45
Counseling
Prevention
Intervention
N 7 18 13 20 22 26 29 21 20
M 4.22 4.41 4.74 4.47 4.57 4.43 4.73 4.63 4.71
SD .72 .50 .33 .46 .51 .65 .38 .51 .39
Diversity
Advocacy
N 6 18 13 18 22 26 29 20 20
M 4.41 4.62 4.70 4.48 4.56 4.43 4.71 4.64 4.70
SD .64 .43 .40 .57 .58 .67 .41 .43 .38
Assessment
N 6 18 13 19 21 26 29 21 20
M 3.62 4.25 4.59 4.37 4.54 4.30 4.65 4.57 4.65
SD 1.31 .59 .36 .60 .55 .67 .43 .45 .45
Research
Evaluation
N 6 19 13 16 20 25 29 21 20
M 4.16 4.08 4.71 4.45 4.40 4.23 4.49 4.47 4.66
SD .45 .78 .38 .68 .55 .73 .70 .55 .48
Academic
Development
N 6 18 13 16 19 26 28 20 20
M 4.11 4.06 4.51 4.53 4.47 4.24 4.55 4.58 4.65
SD .77 .63 .48 .61 .61 .73 .58 .48 .50
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Collaboration
Consultation
N 6 19 13 18 22 26 29 20 20
M 4.30 4.49 4.52 4.50 4.60 4.44 4.67 4.70 4.66
SD .59 .45 .57 .55 .57 .57 .49 .40 .44
Leadership
N 6 18 13 18 22 26 29 21 20
M 3.97 4.10 4.50 4.40 4.45 4.28 4.53 4.59 4.61
SD .65 .75 .51 .62 .56 .77 .65 .57 .58
SLO 3: Professional Competency Assessment/Professional Performance Review
The PCA is intended to assess both SLO 2 and SLO 3. The PCA underwent revisions during the 2018-
2019 academic year in preparation for alignment with the 2016 CACREP standards for the 2019-2020
academic year. In addition to disposition assessment of the PCA completed by students and their
supervisors, 37 students were inducted into the UNCP Phi Sigma chapter of Chi Sigma Iota, Counseling
Academic and Professional Honor Society International. These inductions and overall membership in the
society signify faculty and students’ ongoing dedication to the counseling profession and exemplar
academic and professional achievement.
Additionally, student progress is assessed at each faculty meeting. Students of concern are reported to
advisors and faculty discuss student progress at monthly meetings. Remediation plans are developed when
appropriate. There was one remediation plan due to professional disposition concerns during field
placement. Students are also referred to other academic offices on campus for assistance, including but
not limited to UNCP Student Success Center, Student Conduct, the Writing Center, Career Center and
Counseling and Psychological Services (CAPS). All syllabi contain a recommendation that all counseling
students seek personal counseling. Students may opt to attend free counseling at CAPS on campus or
alternative venues are provided upon request.
Additional Evaluation Data
Graduate Student Surveys
The School of Graduate Studies and Research administers the Graduate Student Survey during Grad
Finale events each semester and then disaggregates the data for each program area.
Result of Spring 2019 Graduate Student Survey
During Spring 2019, 4 PSC graduating students and 11 CMHC graduating student completed the survey.
Out of the 15 participants, 53.3% (n = 8) rated their academic experience as ‘Excellent’ and 33.3% (n = 5)
rated either ‘Very Good’ or ‘Good.’ On how well the counseling programs prepared them to practice in
the counseling field, 66.7% (n = 10) reported ‘Very Prepared’, 26.7% (n = 4) reported ‘Prepared’, and 6.7%
(n = 1) reported ‘Neither Prepared nor Unprepared.’ Finally, out of 15 graduates, 93.3% indicated that
their internship experience was ‘Excellent.’
The following table provides information on the quality of services provided by counseling faculty. The
data indicates that the faculty are providing high quality of services in all areas.
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Survey Results on Faculty Services
Excellent
Very
Good Good Fair Poor N/A
N % N % N % N % N % N %
Quality of
Instruction 9 60 3 20 2 13.3 1 6.7 - - - -
Opportunity for
Interaction with
Faculty
11 73.3 2 13.3 - - 2 13.3 - - - -
Quality of Advising 9 60 3 20 2 13.3 1 6.7 - - - -
Quality of
Mentorship 9 60 2 13.3 2 13.3 2 13.3 - - - -
Opportunities for
Conducting
Research
4 26.6 6 40 2 13.3 1 6.7 - - 2 13.3
Research Ethics
Training and
Understanding
4 26.6 8 53.3 - - 1 6.7 - - 2 13.3
Opportunities for
Leadership
Development
6 40 5 33.3 3 20 1 6.7 - - - -
Career Guidance
and Preparation 8 53.3 4 26.6 1 6.7 2 13.3 - - - -
Accreditation Information on Program Outcomes
Per CACREP policies, the Counseling Programs’ outcomes are available online and include the number of
program graduates (PSC = 18, CMHC = 20), completion rate (65%), job placement rate (100%), and
program enrollment statistics (PSC = 96, CMHC = 92). The CACREP Vital Statistics Survey was
completed during September 2018. CACREP accreditation is active through March 2021.
Graduates
PSC CMHC Total
2018 – 2019 18 20 38
2017 – 2018 22 21 43
2016 – 2017 14 35 49
2015 – 2016 31 20 51
2014 – 2015 16 15 31
6-Year Completion Rates
PSC CMHC Total
2012-2013 79.5% 50.5% 65%
2011-2012 83% 78% 80%
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Total Enrollment
PSC CMHC Total
Fall 2018 96 92 188
Fall 2017 101 91 191
Fall 2016 81 87 168
Fall 2015 76 85 161
New Applicants Enrolled
PSC CMHC Total
Fall 2018 28 30 58
Fall 2017 36 35 71
Fall 2016 25 22 47
Fall 2015 27 22 49
Student Demographic Information
Gender Total %
Female 168 89.4
Male 20 10.6
Total 188 100%
Student Race/Ethnicity Total %
African American/Black 74 39.4
American Indian/Native Alaskan 23 12.2
Asian/Pacific Islander 2 1.1
Caucasian/White 69 36.7
Hispanic/Latino/Spanish American 13 6.9
Multiracial 6 3.2
Nonresident Alien 0 -
Other/Undisclosed 1 0.5
Total 188 100%
Alumni Survey (2018 – 2019) Responses
Participants Employment Salary
Total = 6
(PSC = 3 &
CMHC = 3)
100% (3 enrolled in Ph.D.
Programs)
Less than $30K: 33%
$30 – 40K: 33%
$40 – 50K: 16%
$50 – 60K: 16%
How can counseling programs better prepare students for career and job seeking
process?
“I think there needs to be a person at the end of the program to help guide us through the
licensure process and/or further education, job interviews, resume building, etc. I felt
COMPLETELY supported until I was in the field placement portion of the program and then
I felt like all the support was removed.”
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“More in-depth information on actually applying different theories and what that looks like
in session.”
“Classroom management, SST, Section 504, and IEP training/knowledge. I currently have to
teach social skills daily in classrooms and I do not have prior knowledge of classroom
management.”
“Being able to shadow/visit an internship site where the CMHC students were, and having
them shadow/visit at the schools to see both sides would be nice.”
“My current research job prefers to hire rehabilitation counselors and psychological
associates and is heavily DSM-V focused with us administering a ton of assessments with
clients. I did my internship at XXXXXXX in the XXXXXXX working with XXXXXXX
patients. One of the biggest gaps in the program I see is a reluctance to provide us more
medical training (to include more specific assessment training) so we can keep up with the
interdisciplinary nature of team focused treatment. Rehab Counselors have to take a
Medical Aspects course and they get a lot more training in CBT-TF skills. Thankfully, I
elected to take the Psychopharmacology class and that provided some great tools so I could
converse in team meetings, but I needed more. I also think Psychopharmacology should be a
required course for everyone in our program. Whether it's a school counselor working
with kids or a mental health counselor working with adults, addiction touches everyone.”
What did you learn as a student in the UNCP Counseling Programs that has been
most important to you in your career?
“Too many things to list: time management, personal skills, things outside of the classroom
and connections.”
“How to advocate for myself, and to value the connections made within the program.”
“The cases I have seen in just this first week on the job will really break your heart. I can
now hear all of my instructors stressing the importance of self-care.”
“Advocating for students and helping skills.”
“Networking/meeting colleagues.”
“The most important thing I learned as a student was about how to better conceptualize
mental illness through both a development lens and from my psychopharmacology class, my
views on addiction were significantly shifted to be in awe of the huge role the brain
orchestrates in our lives. In fact, some of what I am learning in addictions research is at
times contrary to commonly held prevailing views of addiction that we were taught so it
requires some unlearning.”
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FTE Tracking Data
Academic
Term
Total # of
Sections
Offered
Faculty
FTE;
Full time
load = 9
graduate
credit
hours
Student
SCHs
Student
FTE
Full time
load=12
credit
hours
FTE
Student:
Faculty
Ratio
Fall 2010 16 5 747 62.5 12.45:1
Fall 2011 17 5.67 867 72.25 12.74:1
Fall 2012 19 6.33 999 83.25 13.15:1
Fall 2013 24 8 1035 86.25 10.78:1
Fall 2014 27 9 1068 89 9.88:1
Fall 2015 31 10 1164 97 9.70:1
Fall 2016 29 9.66 1176 98.5 10.20:1
Fall 2017 34 11 1371 114.25 10.39:1
Fall 2018 37 12.33 1392 116 9.41:1
Target=
10:1
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ASSESSMENT RESULTS MATRIX
Goals Objectives Assessment
Method(s)
Assessment
Results Use of Results
[SLO 1]
Demonstrate
knowledge in the core
areas of counseling for
the purposes of
conceptualizing the self
of the counselor and
clients. Students will
analyze the major
concepts, theoretical
perspectives, evidence-
based practices, and
historical trends in
counseling, including
those associated with
the following core
knowledge areas.
1. 80% Pass Rate
on Counselor
Preparation
Comprehensive
Examination
(CPCE)
CPCE
assessed
during fall,
spring, and
summer
semesters
93% Pass Rate
(See Table 1)
1) Met 2/3 objectives
2) CPCE pass rate increased 8%
points from previous year.
3) Discussed results in faculty
meeting.
4) Reported results to CACREP.
5) Report made available on
program website.
6) Exams was administrated by a
proctor at the UNCP Office of
Regional Initiatives.
7) New testing policy
implemented.
8) Faculty included exam
preparation materials in
courses.
2. 80% Pass Rate
on National
Counselor
Examination
(NCE)
NCE
assessed
during fall
and spring
semesters
74% Pass Rate
(See Table 1)
3. 80% Pass Rate
on Praxis II
(only for PSC
students)
Praxis II
assessed
during fall
and spring
semesters
100% Pass Rate
(See Table 1)
[SLO 2]
Develop specialized
knowledge and skills in
either professional
school counseling or
clinical mental health
counseling and apply
this knowledge and
skills to professional
practice.
1. Above average
of 3 (Fair) on
all categories of
Professional
Competency
Assessment
(PCA)
Site-
supervisors
complete the
PCA during
the field
placement
courses at
midterm and
final exam
periods (6
check
points).
-Site
supervisors had
above 3 (Fair)
in all six check
points (See
Table 2 & 3)
-Mean
increased from
first to last
check points.
1) Met objective.
2) Reported results to CACREP.
3) Report made available on
program website.
4) Conduct regular check-in with
site supervisor.
[SLO 3]
Evidence an ongoing
and progressive
commitment to
personal and
professional growth,
self-reflection, and self-
evaluation.
1. Above average
of 3 (Fair) on
self-evaluation
of Professional
Competency
Assessment
(PCA)
PCA is
administered
during
students’ first
semester,
pre-
practicum,
and last
semester (3
check
points).
-Students had
average above
3 (Fair) in all
three check
points (see
Table 2 & 3)
-Mean
increased from
first to last
check points.
1) Met objective.
2) Reported results to CACREP.
3) Report made available on
program website.
4) Students of concerns were
reported and discussed during
monthly meetings.
5) Students were offered
resources and referrals.
6) Reexamine course syllabi and
program curriculum and
update to 2016 CACREP
standards
2. Above average
of 3 (Fair) on
faculty advisor
evaluation of
Professional
Performance
Review (PPR).
PPR is
administered
during
students’
pre-
practicum
semester.
-Students had
average above
3 (see Table 2
& 3)
Warren/Chae 14
2018 – 2019 Counseling Programs Highlights Faculty Highlights
Dr. Stephanie Robinson joined the Department of Counseling in Fall 2018.
Dr. Shenika Jones served as President of the North Carolina Counseling Association.
Faculty published book chapters and articles in peer-reviewed publications including:
o Stargell, N. A. (2019). Disruptive, impulse-control, conduct, and elimination
disorders. In V. E. Kress and M. J. Paylo (Eds.), Treating those with mental
disorders: A comprehensive approach to case conceptualization and treatment (2nd
ed.; pp. 386-422). Upper Saddle River, NJ: Pearson.
o Riechel, M., Webber, W., Chae, K., Kayanan, P. J., Miller, D., & Robertson, D.
(2018). Trust development in the supervisory working alliance. Journal of
Counselor Preparation and Supervision, 11(1). Retrieved from
https://repository.wcsu.edu/jcps/vol11/iss1/8
o Storlie, C., McKinney, R., Lara, T., & Unger, D. (2018). Family career
genograms: Beginning life design with exploratory students. The Family Journal,
27, 84-91. doi:10.1177/1066480718819866
More than XX regional, state, and national representations including:
o Dr. Dana Unger and Dr. Stephanie Robinson presented the keynote
presentation entiled, Consulting to Better Serve our Clients: Collaboration between
Clinical Mental Health and School Counselors, during the 12th Annual Glen H.
Walter Drive-in Counseling Workshop held on April 5, 2019.
o Akers, W. P., White, M., & Westcott, J. (2019, March). Best practices in working
with undocumented transgender clients. Presentation delivered at the Annual
American Counseling Association (ACA) Conference, New Orleans, LA.
o Mauk, G. W., & Garris, M. B. (2019, March). Understanding and supporting
children and adolescents who have experienced loss and grief. Presentation at the
North Carolina School Counselor Association (NCSCA) Sandhills
Region/District 4 Drive-In Workshop for Counselors, The University of North
Carolina at Pembroke.
o Mauk, G. W. (2018, October). Developing empowered and caring students: SEL,
strengths, and sparks. Presentation at the 15th annual conference of the North
Carolina Association of Elementary Educators (NCAEE), Concord, NC.
o Warren, J. M. (2019, March). Using implementation science to enhance school
counselor practice. Presented at the National Evidence-Based School Counseling
Conference, Columbus, OH.
Faculty received various grant funding including:
o Akers, W. P., Chae, K., Hardy, V., Jones, S., Locklear, C., Savage, T.,
Stargell, N., Woodside, S. (2018). Project Title: UNCP School Safety Training
Program Funded by the North Carolina School Safety Grants Program, NC
Department of Public Instruction. Amount funded $117,124.00.
o Ricks, J. & Jones, S. (2018). Mendez Foundation Grant. Supporting Student
Success and Improving Community Safety through Middle School Social Skills Training.
Amount donated: $4,588.00
o Ricks, J. & Jones, S. (2018). Purdue Foundation Grant. Supporting Student
Success and Improving Community Safety through Middle School Social Skills Training.
Amount funded: $10,000.00
Student Highlights
A number of students participated in the development and delivery of a number of
presentations and articles including:
o Kimberly Spencer, Professional School Counseling Program,
poster presentation entitled, What All School Counselors Should Know about Autism
Warren/Chae 15
Spectrum Disorder, presented at the NC School Counseling Association annual
conference.
o Deniece Humphrey, Professional School Counseling Program,
poster presentation entitled School Counselors – Burnout and Self-Care Strategies,
presented at the NC School Counseling Association annual conference.
o Battle, D., & Chae, K. (2018, October). Using best practices to promote self-
efficacy among minority college students. Southern Association for Counselor
Education and Supervision Conference, Myrtle Beach, SC.
o Ricks, J., Jones, S., Cole, P., & Valderrama Banda, S. (2019, March). Social and
emotional development of middle school students. Presented at the National
Evidence-Based School Counseling Conference, Columbus, OH.
o Stargell, N. A., & Duong, K. (2018). What is your body saying? The use of
nonverbal immediacy behaviors to support multicultural therapeutic
relationships. North Carolina Counseling Journal, 13, 23-32. Retrieved from
https://nccounselingassociation.org/
o Warren, J. M., Coker, G. L., & Collins, M. L. (2019). Children of
incarcerated parents: Considerations for professional school counselors. The
Professional Counselor, 9(3), 171-185. doi:10.15241/jmw.9.3.185
o Warren, J. M., Locklear, L., & Watson, N. (2018). The role of parenting in
predicting student achievement: Considerations for school counseling practice
and research. The Professional Counselor, 8(4), 328-340. doi:10.15241/jmw.8.4.328
13 posters presented by Clinical Mental Health Counseling and Professional School
Counseling students at the 12th Annual Glen H. Walter Drive-In Counseling Workshop.
Two students, Allyson Overly and Kristen Weibe, Professional School Counseling
Program won 2nd place ($100 award winner) at the UNCP Graduate Research
Symposium for a poster entitled: Can Cognitive Behavioral Intervention for Trauma (CBITS)
Help Students Affected by Trauma? (Mentor: Dr. Jonathan Ricks)
Gwendolyn Coker, Professional School Counseling Program won the 3-Minute Thesis
at the UNCP Graduate School Research Symposium for: Children of Incarcerated Parents:
A Review of Literature for Professional School Counselors. (Mentor: Dr. Jeffrey Warren)
Three students were accepted in doctoral programs.
Programs Highlights
UNCP’s graduate programs in Professional School Counseling and Clinical Mental
Health Counseling have been recognized as a quality (accredited and having high
standards) and “Most Affordable” programs in 2019- 2020 by HumanServicesEDU.org.
The programs were noted for the excellent faculty, the program structure, program
opportunities, and grants to benefit the program and students.
The Counseling Programs formed the Department of Counseling and joined the College
of Health Sciences.
The Graduate Certificate in Addiction Counseling was approved by SACSCOC and NC
Substance Abuse Professional Practice Board.
First group of students completed the Advanced School Counseling for Postsecondary
Success Graduate Certificate.
The counseling programs continued to develop the Wilmington Initiative based at Cape
Fear Community College.
The counseling programs continued to establish partnerships with various agencies,
organizations, and school systems across the region.
The 12th annual drive in workshop for area counselors was held in spring 2019 and
provided five NBCC-approved contact hours to over 100 local professionals for free or
for a $5 donation to the Phi Sigma Chapter of Chi Sigma Iota.
Phi Sigma, the UNCP chapter of Chi Sigma Iota inducted 37 new student members and
1 faculty member.
